In this paper, the author conveys her thoughts about the training on child psychoanalysis. First she brings an historical approach regarding the emergence and development of child analysis, describing the works of Anna Freud, Melanie Klein and Winnicott along with the conflicts between them and how the institutionalization affected their creativity. Then she goes on to elaborate the concepts of genealogy and transmission in their relation to training and describes the differences between different systems and their reflections on the techniques. In the last part, she offers some ideas concerning how training on child analysis should be today and proposes a stance that oscillates between a comprehensive fund of knowledge and the ability to stay “not-knowing”.